INTEGRATING INFORMATION LITERACY PROJECTWOODBURY UNIVERSITY
Diane Zwemer, Karla Bluestone, Elizabeth Trebow
How the project came to be
Background
Integrating Information Literacy
Faculty Development Project
Faculty Development Committee approved for 2015-2016
• Learning community ( up to 5 faculty) to develop or enhance an information literacy component in your course
• Attend 2 information literacy workshops fall 2015
• Pilot the info lit component spring 2016
• Share your learning & insights with colleagues
• Receive $500 for your time & commitment to the project
The Participants
Woodbury UniversityIntegrating Information Literacy
Faculty Participants
7 + 2Information Literacy Learning Community
InterdisciplinaryStudies
(2 Faculty)
Psychology
Art History
Academic Writing
Leadership
Communication
What it looked like
The Structure & Format
Fall 2015 Spring 2016
Fall 2015 Spring 2016
ApplicationWorkshop 1Workshop 2
Peer Support Meeting 1Peer Support Meeting 2Implement Assignments
Faculty develop IL assignments
Education Discovery Exploration Encourage
What happened
Workshop 1: Content Heavy
Take it Away Karla!
Workshop 2 and more…
Reflections on the Project
Good
Areas for Improvement
Closing the Loop?
Beginning
Middle
Capstone
Library credit course
Discipline faculty course
w/ IL
Discipline faculty course
w/ IL
Librarian guest in discipline course
Librarian guest in discipline course
The Information Literate Student
Ideal Goal
References
Association of College and Research Libraries. (2014 June). Framework for information literacy for higher education, draft 2. Retrieved October 21, 2016 from http://acrl.ala.org/ilstandards/wp-content/uploads/2014/02/Framework-for-IL-for-HE-Draft-2.pdf
Digital/Critical: New Information Literacies Cohort. (2016 September 6). Sonoma State University Library. Retrieved October 21, 2016 from http://libguides.sonoma.edu/digitalcritical
Finley, A., & Rhodes, T. (2013). Using the VALUE rubrics for improvement of learning and authentic assessment. Washington, D.C.: Association of American Colleges & Universities.
Fister, B. (2013, May 3). Decode academy. Presented at the LOEX Annual Conference, Nashville TN. Retrieved from http://homepages.gac.edu/~fister/loex13.pdf
Heuer, M. (2015 March 30). Low stakes IL assignments. [Prezi]. Retrieved from https://prezi.com/bcenwzys4yyj/low-stakes-il-assignments/
Hoffmann, D., & Wallace, A. (2013). Intentional informationists: Re-envisioning information literacy and re-designing instructional programs around faculty librarians' strengths as campus connectors, information professionals, and course designers. Journal of Academic Librarianship, 39(6), 546.
Information Literacy in the Core Workshop for Faculty. (2016, October 1). Loyola Marymount University. Retrieved October 21, 2016 from http://libguides.lmu.edu/infolitworkshop
Jackson, R. (2007). Cognitive development: The missing link in teaching information literacy skills. Reference & User Services Quarterly, 46(4), 28-32.
Jastram, I., Leebaw, D., & Tompkins, H.(2014). Situating information literacy within the curriculum: Using a rubric to shape a program. Portal: Libraries and the Academy14(2), 165-186. doi: 10.1353/pla.2014.0011
Project Information Literacy (2014). Information School, University of Washington. Retrieved October 21, 2016 from http://projectinfolit.org/
Riehle, C. F., & Weiner, S. A. (2013) High-impact educational practices: An exploration of the role of information literacy. College & Undergraduate Libraries, 20(2), 127-143. doi:10.1080/10691316.2013.789658
Stewart-Mailhiot, A. (2014). Developing research skills with low stakes assignments. Communications in Information Literacy, 8 (1), 32-42.
Tyron, J., Frigo, E., & O'Kelly, M. (2010). Using teaching faculty focus groups to assess information literacy core competencies at university level. Journal of Information Literacy, 4(2), vi-77. Retrieved September 3, 2014 from Wilson OmniFile Select.
The Application
• Name, number and course description of course you are teaching spring 2016 you wish to enhance with information literacy
• What entices you about this project?
• How do you see information literacy as important to your course outcomes?
• What information literacy problems or stumbling blocks do you see students struggle with?
• Why do you think they struggle?
• Successful applicants must agree to the following…